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DOCUMENT RESUMEEA 028 236ED 404 738AUTHORTITLEPUB DATENOTEPUB TYPEMartin, Nancy K.; Yin, ZenongAttitudes and Beliefs regarding Classroom ManagementStyle: Differences between Male and FemaleTeachers.Jan 9716p.; Paper presented at the Annual Meeting of theSouthwest Educational Research Association (20th,Austin, TX, January 1997).ReportsSpeeches/Conference Papers (150)Research /Technical (143)EDRS PRICEDESCRIPTORSMFO1 /PCO1 Plus Postage.*Attitude Measures; *Classroom Techniques;Discipline; Elementary Secondary Education;Questionnaires; *Sex Differences; Student Behavior;*Teacher Attitudes; ValidityABSTRACTTeachers perceive classroom management to be one ofthe most enduring and widespread problems in education. This paperpresents findings of a study that continued efforts to refine theAttitudes and Beliefs on Classroom Control (ABCC) Inventory. Formerlycalled the Inventory of Classroom Management Style, the ABCC is aninstrument designed to measure teachers' perceptions of theirclassroom-management beliefs and practices. The study sought toinvestigate differences between the classroom-management style ofmale and female educators. A second objective was to substantiate theconstruct validity of the ABCC Inventory. The ABCC and selectedsubscales of the 16 Personality Factor Questionnaire (16 PF) wereadministered to 282 teachers in the southwestern United States.Twenty-two percent of the teachers taught at the elementary level and61 percent taught at the secondary level. Females accounted for abouttwo-thirds of the subject pool. Male teachers scored significantlyhigher in the interventionist style on two of the three ABCCsubscales and significantly higher on "dominance" on the 16 PF.Several correlations with ABCC subscales and selected 16 PF subscalesproved significant, were both positive and negative in direction, andwere consistent with the construct. Three tables are included.(Contains 21 references.) **************************Reproductions supplied by EDRS are the best that can be madefrom the original ******************************

Classroom Management 100Cr)oRunning Head: Classroom ManagementAttitudes and Beliefs Regarding Classroom Management Style:Differences Between Male and Female TeachersNancy K. MartinThe University of Texas at San Antonio(210)458-5426E-MAIL: nmartin@lonestar.utsa.eduZenong YinThe University of Texas at San AntonioU.S. DEPARTMENT OF EDUCATION"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYOffice of Educational Research and ImprovementEDJ4CATIONAL RESOURCES INFORMATIONCENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginating it.Minor changes have been made toimprove reproduction quality.Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).")Paper presented at the 20th Annual Conference of the SouthwestEducational Research Association, Austin, TX., January, 1997.2EST COPY AVAILABLE

Classroom Management 2ABSTRACTThis study represents a continuation of research efforts to further refine theAttitudes & Beliefs on Classroom Control (ABCC) Inventory. Formerly titled theInventory of Classroom Management Style, the ABCC is an instrument designed tomeasure teachers' perceptions of their classroom management beliefs and practices.The primary objective of this study was to investigate differences between theclassroom management style of male and female educators. A second objective of thestudy was to further substantiate the construct validity of the ABCC Inventory.Data were collected utilizing the ABCC, selected sub-scales of the 16 PF, anddemographics. The subject pool was composed of 282 certified teachers; 21.6%certified at the elementary level, 61.3% certified at the secondary level. Femalesaccounted for approximately two-thirds of the subject pool.Males scored significantly more interventionist on two of the three ABCC sub-scales and significantly higher on dimension E (Dominance) of the 16 PF. Severalcorrelations with ABCC sub-scales and selected sub-scales of the 16 PF provedsignificant, were both positive and negative in direction and in keeping with theconstruct.3

Classroom Management 3Attitudes and Beliefs Regarding Classroom Management Style:Differences Between Male and Female TeachersIn the minds of teachers, classroom management is considered one of the mostenduring and widespread problems in education (Johns, Mac Naughton, & Karabinus,1989; Long & Frye, 1989; Willower, Eidell, & Hoy, 1967). Although often usedinterchangeably, the terms classroom management and discipline are notsynonymous. Discipline typically refers to the structures and rules for student behaviorand efforts to ensure that students comply with those rules. Classroom management,on the other hand, is a broader, umbrella term describing teacher efforts to oversee amultitude of activities in the classroom including learning, social interaction, andstudent behavior. Thus, classroom management includes, but is not limited to,discipline concerns.Within this study, classroom management was defined as a multi-facetedconstruct that includes three broad dimensions -- instructional management, peoplemanagement, and behavior management. Dimension one, instructional management,includes monitoring seatwork, structuring daily routines, and allocating materials. Thepeople management dimension pertains to what teachers believe about students aspersons and what teachers do to enable them to develop. The third dimension,behavior management, includes providing feedback, commenting on behavior, andgiving directions.Wolfgang and Glickman (1980, 1986) conceptualized a framework to explainteacher beliefs toward discipline. Based on a combination of psychologicalinterpretations, their continuum illustrates three approaches to classroom interactionnon- interventionist, interventionist, and interactionalist. The non-interventionistpresupposes the child has an inner drive that needs to find its expression in the realworld. Proponents of transactional analysis or Gordon's (1974) teacher effectivenesstraining are considered non-interventionists. At the opposite end of the continuum are4

Classroom Management 4interventionists--those who emphasize what the outer environment of people andobjects does to the human organism to cause it to develop in its particular way.Traditional behavior modification provides the theoretical foundation for theinterventionist's school of thought. The non-interventionist is the least directive andcontrolling, while the interventionist is most controlling. Midway between these twoextremes, interactionalists focus on what the individual does to modify the externalenvironment, as well as what the environment does to shape the individual.Interactionalists strive to find solutions satisfactory to both teacher and students,employing some of the same techniques as non-interventionists and interventionists.Theories developed by Alfred Adler, Rudolph Dreikurs, and William Glasser providethe framework for interactionalist ideology.The assumption is that teachers believe and act according to all three models ofdiscipline, but one usually predominates in beliefs and actions (Wolfgang & Glickman,1980; 1986). Therefore, the application of these various theories emphasizes teacherbehaviors that reflect the corresponding degrees of power possessed by student andteacher.The facets of classroom management may vary as a function of the teacher'sgender. Although there are a number of studies that consider how teachers differ intheir responses to male and female students, few consider the teacher's gender inthese interactions (VanOostendorp, 1991). Still, related research indicates that aconnection between the teacher's gender and classroom management is likely.Research consistently reveals that males are more likely to take control ofconversation by choosing the topic, interrupting more, and speaking for longerduration (Grossman, 1990; Zaremba & Fluck, 1995). Women, on the other hand, aremore likely to use helplessness as a way of influencing others (Johnson, 1976;Parsons, 1982). Girls are more polite and less competitive while boys tend to be moreassertive, aggressive, and dominant than girls (Grossman, 1990).5

Classroom Management 5Previous research points to the importance of teacher personalitycharacteristics in the teaching-learning process. Martin and Baldwin's (1993) studyrevealed significant relationships with classroom management style that were bothpositive and negative in direction and seemed to be in keeping with expected patterns.Teachers scoring more interventionist (controlling) on the Inventory of ClassroomManagement Style-Full Scale tended to be inhibited and less venturesome, morepractical, and more astute and aware of social conventions as measured by the 16PF.Payne and Manning (1985) reported that student teachers who were judged by theirsupervising teachers and college supervisors to be more controlling and directive inclassroom situations rated themselves as being bossy, assertive, leading, dominant,brave and aggressive on a personality measure. In addition, teachers who are likelyto think of themselves as being competent and in control are more likely to bereflective, flexible, open, and empathetic (Richards, Gipe, Levitov, & Speaker, 1989).Research by Lyons (1984) demonstrated that teachers who are task- andmanagement-oriented, organized, and time conscious are self-directed, intuitive,individualistic, and insensitive. Thus, personality characteristics and classroommanagement behaviors seem to be related in patterns that are understandable.Research efforts to explore the effects of classroom management oninstructional effectiveness and the educational environment are limited by the qualityof instruments presently available to measure the construct. Although there are twoscales that measure teachers' approaches to discipline (Pupil Control Ideology,Willower, Eidell, & Hoy, 1967; Beliefs on Discipline Inventory, Wolfgang & Glickman,1980, 1986), there is no instrument that addresses the broader concept of classroommanagement.This study is a continuation of previous research regarding the nature ofclassroom management styles (i.e.: Baldwin & Martin, 1994; Martin, Baldwin, & Yin1995, Martin & Baldwin, 1994, 1993). The primary objective of this study was to6

Classroom Management 6investigate differences between the classroom management style of male and femaleeducators. A second objective was to further substantiate the construct validity of theAttitudes and Beliefs on Classroom Control (ABCC) Inventory, formerly titled theInventory of Classroom Management Style (ICMS).Summary of Methods & ProceduresData were collected via the Attitudes and Beliefs on Classroom Control (ABCC)Inventory (formerly titled the Inventory of Classroom Management Style), selected sub-scales of the 16 Personality Factor Questionnaire (16PF), and demographics. TheAttitudes and Beliefs on Classroom Control (ABCC) Inventory is designed to measureteachers' perceptions of their classroom management beliefs and practices, consistsof 29 Likert format statements and includes three sub-scales: InstructionalManagement (14 items, reliability .8220); People Management (9 items, reliability .7345); Behavior Management (6 items, reliability .6523). A four category responsescale for each item was used. Beliefs were classified on the continuum originallysuggested by Wolfgang and Glickman (1980, 1986) that reflects the degree of teacherpower over students. High scores indicate a more controlling, interventionist approachwhile lower scores are indicative of a less controlling ideology.The 16PF, Form A, consists of 170 forced-choice items designed to measure 16dimensions of personality. However, not all dimensions were of interest in this study.Data were collected via 67 items regarding the following six factors: Dominance (E),Rule Consciousness (G), Abstractedness (M), Openness to change (Q1),Perfectionism (Q3), and Impression Management (IM). Each item scores 0, 1, or 2 andcontributes to only one factor score (16PF Questionnaire, Administrator's Manual,1994).SubjectsData were collected from 282 certified teachers employed by three publicschool districts in the southwest. Two were large, urban districts and one was small7

Classroom Management 7and rural. Approximately two-thirds of the subjects (67%; N 189) were female.Unlike subject pools previously tapped in this line of research, this one was drawndirectly from the public schools and not from university graduate level courses.Participants ranged in age from 21 to 63 with the average age of 40.2 years. Years'experience ranged from zero to 38 with a mean of 13.06 years. The majority ofsubjects (61%) reported being certified at the secondary level; 22%, at the elementarylevel and 10% were certified all-level. The subject pool was composed of 7.8%African-American, 0.4% Asian, 59.9% Caucasian, 26.2% Hispanic; 3.5% were of otherethnic origin.ResultsA series of one-way ANOVAs determined differences between male and femaleteachers regarding attitudes and beliefs on classroom control. (See table 1.) Maleteachers scored more interventionist than their female counterparts on all three subscales of the ABCC Inventory. However, the gender differences were statisticallysignificant in two of the three: Instructional Management (F 1, 261 5.57; 2 .0189)and Behavior Management (F 1, 269 12.50; .0005). The remaining sub-scale(People Management) approached but did not reach significance (F265 3.84, ns).Table 11-WAY ANOVAs: Males-Females Regarding Attitudes & Beliefs on Classroom ControlMaleInstructionalM 42.96SD 5.866PeopleM 24.65ManagementSD 3.65BehaviorM 19.73ManagementSD 2.59 Significant at the .05 levelManagementFemaleFM 40.88SD 7.02M 23.70SD 3.76M 18.46SD 2.885.5782a.0189 *3.8363.051212.5094.0005 *Because previous research suggests a relationship between personalitycharacteristics and gender (Amin, 1994; Grossman, 1990; Johnson, 1976; Parsons,1982; VanOostendorp, 1991; Zaremba & Fluck, 1995), significant differences between8

Classroom Management 8males and female teachers regarding selected personality variables were expected.However, only one sub-scale yielded significance. (See table 2.) Males scoredsignificantly higher on the Dominance (E) sub-scale than females (F 1,244 6.78, .0098). Significant differences were not revealed when considering any of theremaining five sub-scales -- Rule Consciousness (G): F 1, 248 .32, 2 .57; Opennessto Change (Qi): F 1, 243 .1.26, 2 .26; Perfectionism (Q3): F 1, 255. .97;. .32;Abstractedness (M): F 1, 254 .73, 2 .39; and Impression Management (IM): F 1, 255 .83; 2 .36.Table 21-WAY ANOVAs: Males-Females Regarding Selected Sub-scales of the 16PFRule Consciousness (G)Perfectionism (Q3)Dominance (E)Abstractedness (M)Openness to Change (Q1)Impression Managem't.(IM)MaleFemaleFlaM 16.70SD 3.93M 12.28SD 5.04M 13.91SD 3.84M 7.31SD 4.53M 16.888SD 5.47M 11.91SD 5.07M 16.41.3174.5737.9764.32406.780.0098*SD 3.73M 11.61SD 5.09M 12.52SD 4.03M 7.83SD 4.64M 17.69SD 5.16M 12.50SD 4.65.7309.39341.2683.2612.8373.3610* Significant at the .05 levelTo address the second objective of the study, a series of correlations wasperformed between each of the selected 16 PF sub-scales and the three ABCC sub-scales. All six factors correlated significantly with one or more of the three sub-scalescores. (See Table 3.)The Instructional Management sub-scale yielded significant positivecorrelations with sub-scales G (Rule Consciousness), Q3 (Perfectionism), and E(Dominance); and significant negative correlations with sub-scales M (Abstractedness)and Q1 (Openness to change). The People Management sub-scale of the ABCC alsorevealed significant correlations in both the positive and negative direction. G (Rule9

Classroom Management 9Consciousness) correlated in a positive direction with People Management while subscales M (Abstractedness), Q1 (Openness to change), and IM (ImpressionManagement) revealed significant negative relationships. Behavior Management wasfound to have a significant, positive relationship with sub-scale Q3 (Perfectionism) aswell as a significant, negative relationship with sub-scales M (Abstractedness) and Q1(Openness to Change).Table 3Correlation Coefficients: ABCC Sub-scales With 16 PF Selected agement ManagementPerfectionism (Q3)r .26p .000 *r .36p .000 *r .16p .006 *r .03p .29Dominance (E)r .21r -.01Abstractedness (M)p 000 *r -.22p .000 *Openness to Change (Q1)r -.31Impression Managem't.p .000 *r .05p .43r -.14p .011 *r -.23p .000 *(I M)p .241Rule Consciousness (G)r -.11p .048 *r .09p .074r .12p .02 *r .04p .24r -.13p .016 *r -.27p .000 *r -.07p .153* Significant at the .05 levelSummary & DiscussionWithin this study, classroom management was defined as a multi-facetedconstruct that includes three broad dimensionsinstructional management, peoplemanagement, and behavior management. Research efforts to explore the effects ofclassroom management on instructional effectiveness and the educationalenvironment are limited by the quality of instruments presently available to measurethe construct. Although there are scales that measure teachers' approaches todiscipline, there is no instrument that addresses the broader concept of classroommanagement. Therefore, little has been done regarding the broader concept ofclassroom management.I0

Classroom Management 10This study is a continuation of previous research regarding the nature ofclassroom management styles (i.e.: Baldwin & Martin, 1994; Martin & Baldwin, 1995,1994, 1993). The primary objective of this study was to investigate differencesbetween the classroom management style of male and female educators. A secondobjective was to further substantiate the construct validity of the Attitudes and Beliefson Classroom Control (ABCC) Inventory, formerly titled the Inventory of ClassroomManagement Style (ICMS). To that end, several analyses were performed.A series of 1-way ANOVAs revealed males scored significantly higher (morecontrolling and interventionist) on both the Instructional Management and BehaviorManagement sub-scales of the ABCC. The third sub-scale approached but did notreach significance (2 .0512). These results seem to corroborate the literatureregarding gender differences (Amin, 1994; Grossman, 1990; Johnson, 1976; Parsons,1982; VanOostendorp, 1991; Zaremba & Fluck, 1995).Similarly, males scored significantly higher than women on the Dominance (E)sub-scale of the 16 PF. In interpreting these results it is important to keep in mind thedifference between dominance and assertiveness. The assertive individual is onewho protects his or her own rights and boundaries while also respecting others. Thedominant person, however, ". serves to subjugate other's wishes to [his or her] own"(16PF Questionnaire, Administrator's Manual, 1994, p. 45). It is interesting to note thatnone of the other 16 PF sub-scales revealed significant differences between malesand females. It could be that, because all subjects in this study have chosen a helpingprofession, these two groups are fairly similar in regard to these personality variables.A second objective of the study was to further substantiate the construct validityof the Attitudes and Beliefs on Classroom Control (ABCC) Inventory, formerly titled theInventory of Classroom Management Style (ICMS). An important step in this processis to determine the relationship between the construct in question and other variables.All six of the chosen factors proved to be significantly correlated with one or more of

Classroom Management 11the three sub-scale scores. Albeit small, significant correlations were both positiveand negative in direction and in keeping with the construct.All three ABCC sub-scales (Instructional Management, People Management,and Behavior Management) yielded significant, negative correlations with 16 PF subscales Openness to change (Q1) and Abstractedness (M). This indicates thatinterventionists prefer conventional ways of perceiving things (Q1) and could bedescribed as pragmatic and matter-of-fact teachers who may not be able to findsolutions to new problems as they present themselves (M).Teachers scoring more interventionist on ABCC's Instructional Managementand Person Management sub-scales also tend to be more supportive of traditionalcultural customs and beliefs (G, Rule Consciousness). They are likely to considerthemselves as rigorous followers of rules and policies and be seen by others as rigidor self-righteous.Those scoring in a more interventionist direction on the InstructionalManagement and Behavior Management sub-scales also scored high onPerfectionism (Q3). Interventionists are likely to be comfortable in well organized,predictable environments. They generally have "a place for everything with everythingin its place" and do not deal well with ambiguity.A significant, positive correlation was determined between InstructionalManagement and sub-scale Dominance (E). Interventionists tend to be dominant andoutspoken about their wishes even when not requested to voice their opinions.As aresult, they may be considered pushy by others.A significant, negative correlation was determined between the PeopleManagement sub-scale and the Impression Management (IM) sub-scale of the 16 PF.The IM sub-scale is relatively new to the 16 PF and is basically a social-desirabilityscale. Therefore, those scoring more interventionist on People Management could bedescribed as willing to admit undesirable traits and conduct.12

Classroom Management 12Construct validity is a complex and on-going process. This study represents astep in the process of establishing the construct of classroom management.Many questions remain unasked and unanswered. Do ethnic and culturaldifferences exit? What is the "best" style for managing the classroom? Do teacherperceptions of their classroom management style match their behavior in theclassroom?There can be little doubt that teachers encounter a variety of experiences in theclassroom. Their beliefs regarding these experiences and the manner in which theyapproach them work together to create a unique and individual style of classroommanagement.A clearer understanding of the facets of classroom management will hopefullyfacilitate the process of university level instruction of pre-service and experiencedteachers. Because of the lack of an empirically derived body of information, asystematic means of measuring these factors seems to be a fruitful one for future study.The Attitudes and Beliefs on Classroom Control Inventory appears to be a timely anduseful tool for additional research in this area.13

Classroom Management 13ReferencesAmin, M. E. (1994). Gender as a discriminating factor in the evaluation ofteaching. Assessment & Evaluation in Higher Education, 19 (2), 135-143.Baldwin, B., & Martin, N. K. (1994, April). Using factor analysis to establish theconstruct validity of an Inventory of Classroom Management Style. Paper presented atthe annual meeting of the American Educational Research Association, New Orleans,LA.Gordon, T. (1974). Teacher effectiveness training. New York: Wyden.Johns, F. A., Mac Naughton, R. H., & Karabinus, N. G. (1989). School disciplineguidebook: Theory into practice. Boston: Allyn & Bacon.Grossman, H. (1990). Trouble-free teaching: Solutions to behavior problems inthe classroom. Toronto: Mayfield Publishing.Johns, F. A., Mac Naughton, R. H., & Karabinus, N. G. (1989). School disciplineguidebook: Theory into practice. Boston: Allyn & Bacon.Johnson, P. (1976). Women and power: Toward a theory of effectiveness.Journal of Social Issues, 32 (3). 99-110.Long, J. D. & Frye, V. H. (1989). Making it till Friday, 4th ed. Princeton, NJ:Princeton Book Company, Inc.Lyons, C. A. (1984, April). Consistency between learning style patterns andteaching style behaviors of prospective elementary teachers. Paper presented at theannual meeting of the American Educational Research Association, New Orleans.(ERIC Document Reproduction Service No. ED 244 936)Martin, N. K., & Baldwin, B. (1993, April). Validation of an Inventory ofClassroom Management Style: Differences between novice and experiencedteachers. Paper presented at the annual meeting of the American EducationalResearch Association, Atlanta, GA. (ERIC Document Reproduction Service No. # ED359 240)14

Classroom Management 14Martin, N. K., & Baldwin, B. (1994, January). Beliefs regarding classroommanagement style: Differences between novice and experienced teachers. Paperpresented at the annual meeting of the Southwest Educational Research Association,San Antonio, TX.Martin, N. K., Baldwin, B., & Yin, Z. (1995, April). Beliefs Regarding ClassroomManagement Style: Relationships to Particular Teacher Personality Characteristics.Paper presented at the annual meeting of the American Educational ResearchAssociation, San Francisco, CA.Parsons, J. E. (1982). Sex differences in attributions and learned helplessness.Sex Roles, 8 (4). 421-432.Payne, B. D., & Manning, B. H. (1985). Personal dimensions: Second classvariables in teacher education. Action in Teacher Education, L, 79-85.Richards, J. C., Gipe, J. P., Levitov, J., & Speaker, R. (1989, March).Psychological and personal dimensions of prospective teachers' reflective abilities.Paper presented at the annual meeting of the American Educational ResearchAssociation, San Francisco. (ERIC Document Reproduction Service No. ED 306 214)16PF Questionnaire. Administrator's Manual. 5th ed. (1994). Savoy, IL: Institutefor Personality and Ability Testing.VanOostendorp, K. (1991). Effect of student gender bias toward the instructoron classroom management at the secondary level. Unpublished master's thesis,Siena Heights College. (ERIC Document #ED346191.)Willower, D. J., Eidell, T. L., & Hoy, W. K. (1967). Conceptual framework. ThePennsylvania State University Studies, 26, 3-8.Wolfgang, C. H., & Glickman, C. D. (1980). Solving discipline problems:Strategies for classroom teachers. Boston: Allyn and Bacon.Wolfgang, C. H., & Glickman, C. D. (1986). Solving discipline problems:Strategies for classroom teachers, 2nd ed. Boston: Allyn and Bacon.15

Classroom Management 15Zaremba, S. B. & Fluck, S. E. (1995, March). Gender and patterns ofcommunication. Proceedings of the 9th Annual Conference on UndergraduateTeaching of Psycholoay. (ERIC Document #ED389378.)16

X36ERIC]U.S. Department of EducationOffice of Educational Research and Improvement (OERI)Educational Resources Information Center (ERIC)REPRODUCTION RELEASE(Specific Document)I. DOCUMENT IDENTIFICATION:Title:Attitudes and Beliefs Regarding Classroom Management Style:Male and Female TeachersAuthor(s):Differences BetweenNancy K. Martin & Zenong YinPublication Date:Corporate Source:Southwest Educational Research AssociationJan., 1997II. REPRODUCTION RELEASE:In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announcedin the monthly abstract journdl of the ERIC system, Resources in Education (RIE), are usually made available to users in-microfiche; reproducedpaper copy, and electronic/optical media, and sold through the ERIC Document Reproduction Service (EDRS) or other ERIC vendors. Credit isgiven to the source of each document, and, if reproduction release is granted, one of the following notices is affixed to the document.If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following two options and sign atthe bottom of the page.IThe sample sticker shown below will beaffixed to all Level 1 documentsThe sample sticker shown below will beaffixed to all Level 2 documentsPERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIALHAS BEEN GRANTED BYPERMISSION TO REPRODUCE ANDDISSEMINATE THISMATERIAL IN OTHER THAN PAPERCOPY HAS BEEN GRANTED BYCheck hereICheck here\e.For Level 1 Release:Permitting reproduction inmicrofiche (4' x 6" film) orother ERIC archival media(e.g., electronic or optical)and paper copy.LIFor Level 2 Release:Permitting reproduction inmicrofiche (4' x 6" film) orother ERIC archival media(e.g., electronic or optical),but not in paper copy.s'oc)TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)Level 1TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)Level 2Documents will be processed as indicated provided reproduction quality permits. If permissionto reproduce is granted, but neither box is checked, documents will be processed at Level 1.'thereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminatethis document as indicated above. Reproduction from the ERIC microfiche or electronic/optical media by persons other thanERIC employees and its system contractors requires, permission from the copyright holder. Exception is made for non-profitreproduction by libraries and other service agencies to satisfy information needs of educators in response to discrete inquiries."SignSignature:i Printed Name/Poiition/Title:Nancy K. Martin, Ass't. ress:Division of EducationUT SASan Antonio, TX 78249Telephone:210-453-5426E-Mail Address:210-458-5848Date:nmartin@lonestar. utsa.edul-27-97(over)

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Attitudes & Beliefs on Classroom Control (ABCC) Inventory. Formerly titled the Inventory of Classroom Management Style, the ABCC is an instrument designed to measure teachers' perceptions of their classroom management beliefs an

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